Pivotal teaching moments in technology-intensive secondary geometry classrooms     

Charity Cayton  Karen Hollebrands  Samet Okumuş  Ethan Boehm 《Journal of Mathematics Teacher Education》2017,20(1):75-100

This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning.  相似文献   

Digital learning hubs: theoretical and practical ideas for innovating massive open online courses     

Natalia Kucirkova  Karen Littleton 《Learning, Media and Technology》2017,42(3):324-330

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Playful structure: a novel image of early years pedagogy for primary school classrooms     

Glenda Walsh  Liz Sproule  Carol McGuinness  Karen Trew 《Early Years: An International Journal of Research and Development》2011,31(2):107-119

Playful structure is a new pedagogic image representing a more balanced and integrated perspective on early years pedagogy, aiming to blend apparent dichotomies and contradictions and to sustain and evolve play-based practice beyond Year 1. Playful structure invites teachers and children to initiate and maintain a degree of playfulness in the child’s whole learning experience, even when the learning intentions demand a supportive structure. Thus, playfulness becomes characteristic of the interaction between adult and the child and not just characteristic of child-initiated versus adult-initiated activities, or of play-time versus task-time. The paper is based on intensive observations and interviews with teachers in Northern Ireland who participated in a play-based and informal curriculum. This paper explains how playful structure rests on complementary processes of infusion of structure into play-based activities and infusion of playfulness into more structured activities, illustrated by cameos. ‘Infusion’ suggests the subtle blending process that allows apparent dichotomies and contradictions to be resolved in practice.  相似文献   

Collaboration in the assessment and diagnosis of preschoolers: Challenges and opportunities     

Karen Moran Finello 《Psychology in the schools》2011,48(5):442-453

The preschool assessment and diagnostic process offers many opportunities for collaboration across disciplines that can enrich the professional's understanding of the young child. This article addresses the advantages and complexities of such collaboration including opportunities for infusing collaboration across the multiple steps of assessment. Challenges commonly seen in a collaborative process, involving issues of time, decisions regarding diagnosis and recommended interventions, shared responsibilities, conflict across disciplines, and the need for administrative support, are explored. Special issues around creating meaningful partnerships with families are examined with attention to fully including families at whatever level they are comfortable. Finally, trends in consultation and collaboration that require the specialized expertise of preschool psychologists are described, along with promising models of training that incorporate collaboration, consultation, and policy work into the pre‐service experience. © 2011 Wiley Periodicals, Inc.  相似文献   

Neurocognitive predictors of reading outcomes for children with reading disabilities     

Frijters JC  Lovett MW  Steinbach KA  Wolf M  Sevcik RA  Morris RD 《Journal of learning disabilities》2011,44(2):150-166

This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.  相似文献   

V. THE NEUROBIOLOGICAL TOLL OF EARLY HUMAN DEPRIVATION     

Charles A. Nelson III  Karen Bos  Megan R. Gunnar  Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146

Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume.  相似文献   

How do students define their roles and responsibilities in online learning group projects?     

Karen C. Williams  Kari Morgan  Bruce A. Cameron 《Distance Education》2011,32(1):49-62

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.  相似文献   

Home IV Antibiotic Therapy and Exercise Capacity in Children with CF: A Case Series     

Narelle S. Cox  Karen O. McKay  Jennifer M. Follett  Jennifer A. Alison 《Cardiopulmonary Physical Therapy Journal》2011,22(1):16-19

Purpose: This case series describes the effect of home intravenous (IV) antibiotic therapy on spirometry and exercise capacity in a group of children with cystic fibrosis (CF). Methods: Outcomes from 10 children with CF who were prescribed a 14-day course of home IV antibiotics for a respiratory exacerbation are reported. All children performed spirometry and a modified shuttle test (MST) before and after 14-days of home IV therapy. Results: After 14 days, FEV₁ increased by mean (± SE) 12 ± 4 % (p < 0.05) but mean MST did not improve compared to baseline. All children improved or maintained spirometry values with treatment, however, only 5 improved MST distance. Conclusion: After 14 days of home IV antibiotic therapy, a significant improvement in spirometry, but not exercise capacity, was seen in this small series of children with CF. The lack of improvement in exercise capacity for all children following home IV antibiotic therapy suggests factors other than spirometry determine exercise capacity. Identifying and investigating the factors that influence exercise capacity during home IV antibiotic therapy requires further investigation.Key Words: cystic fibrosis, home IV therapy, FEV₁, Modified Shuttle Test  相似文献   

Changes in multicultural, Muslim and acculturation attitudes in the Netherlands armed forces     

Rudy Richardson  Tessa op den Buijs  Karen van der Zee 《Int J Intercult Relat》2011,35(5):580-591

The present study examined changes in multicultural, Muslim and acculturation attitudes in the Dutch military. In 2008 and 2006 two large quantitative surveys were conducted within the Dutch military. The results of the survey in 2006 showed a slightly negative attitude of Dutch Defense employees towards multiculturalism and a strong preference for assimilation in the public context. Interestingly, in 2008 attitudes towards Multiculturalism had become more positive as compared to 2006. Although in 2008 a higher rate of employees preferred the integration strategy, the majority still favored migrants to adopt an assimilation strategy.  相似文献   

Objectively assessed physical activity among Tongans in the United States     

Behrens TK  Moy K  Dinger MK  Williams DP  Harbour VJ 《Research quarterly for exercise and sport》2011,82(3):565-569

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